Curriculum Booklet Primary Phase - Holy...
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Transcript of Curriculum Booklet Primary Phase - Holy...
Overarching Statement:
The curriculum at Holy Trinity is currently evolving to reflect and respond to the needs of the school, the New National Curriculum, taking into account the joint faith dimension and making advantage of its unique 3-16 status. We have thus taken a Thematic Approach to the curriculum which is underpinned by levelled Learning Skills; Skills for Life; as well as the fundamental Christian teaching. We then use Bloom’s Taxonomy to underpin the build-up of a scheme of work, series of lessons or an individual lesson.
The Principles behind our curriculum
“Be the change that you want to see”
The Archbishop of York’s Youth Scheme although taught to Y 6 and y10 pupils really reflects the Christian emphasis of the school. We aim to encourage our pupils to develop a deeper awareness of their community both at local, national and international level and create opportunities for them to develop their Christian values, so that they grow up into a world with an adaptable range of learning skills, skills for life and Christian moral values which can be adapted to suit an ever-changing society. The skills that children today will need are more likely for jobs that have not yet been invented. Therefore we need to provide them with an adaptable set of life skills, as well as grounding in relevant knowledge and key facts, which is built upon over their school years. The curriculum will be unique and contextualised using meaningful hooks for learning from the locality,
children’s interests, topical issues, teacher passions and current events. Skills, both academic and personal, will
be at the heart of how and what we deliver. The curriculum will be designed to give purpose and the structure
to be cohesive in order for a child to further recognise the transfer of skills.
o Communication o Application o IT Skills o Problem Solving o Collaboration o Self -Responsibility
Curriculum
Uniquely Christian
“Be the change that you
want to see”
Broad
and
Relevant
Unique
and in
Context
Skills
Based
Transfer
of skills
Hook and
context for
learning
Purposeful
and
cohesive
Broad and Relevant
The curriculum we offer children will ensure that we comply with the New National Curriculum
requirements in core knowledge, around which we offer exciting and stimulating lessons with a wide
range of learning opportunities with a due balance of provision.
At Key Stages 1 and 2 the core subjects of English, Maths, Science and as a Christian school, Religious
Education. The other statutory subjects that all pupils must study are: Art and Design, Citizenship,
Computing, Design and technology, Geography, History, Music, Physical Education. We also deliver,
Sex Education and Modern Foreign Languages
Unique and in Context
We will offer the children a joined up curriculum choosing to group learning under umbrella headings
(Topic headings) which can ensure there is coherence for the learners and ensuring the embedding of
literacy and numeracy skills.
The themes will be chosen to ensure the children are hooked and motivated in their learning. Topics
will be chosen by the teachers to reflect children’s interests, local links, topical subjects, teacher’s
passions or themes which have engaged learners in the past and it is felt will do so again. All themes
will be led by either a whole- class text or author, so that literacy drives the curriculum.
Subjects which do not fit under the umbrella of the topic will be taught in a standalone manner – i.e.
PE or MFL
Skills Based
Our school has devised a list of 11 skills we call – “Life Skills”. These are taken from the National
Curriculum key skills, the Enterprise Skills and a set of core Christian values we as a school feel need
to be encouraged. These will form the basis for self-development and be recognised in detail through
certain activities during a year, be referred to during other learning opportunities and be always
displayed around a planning wall in each classroom.
Life Skills
Core Learning Skills
Christian Values
Transfer of Skills
Our expectation for children is that the skills they learn will transfer into all aspects of their learning.
By embedding Literacy and Numeracy skills we will expect to see these consolidated throughout all
their learning. The focus on the ‘Life Skills’ will be again throughout their learning. We will endeavour
to broaden this to in school and out of school time by communicating the learning journey to children
and parents effectively.
Purposeful and Cohesive
As already stated learning will be joined up under an umbrella heading. Activities will then be
structured to ensure that children see the purpose of their learning. This will be delivered through
clear display and discussion about their learning goals. A focus and audience for their work and the
recognition of their success at the end of the process.
Quality First Teaching All children receive Quality First Teaching in Reading, Writing and Mathematics on a daily basis. Reading including phonics in EYFS and KS1 is taught on a daily basis. Nursery use SALLY to teach children early sounds. This then progresses into F2 where Jolly Phonics is taught alongside Read, Write Ink, which is the scheme that is taught throughout school. We believe that it is imperative that all children are taught to read individually and as a group. Therefore, all children are taught to read individually at least weekly; and as a guided group once a week. We constantly look for opportunities to provide children with experiences to read “widely and often” – both at home and in school e.g. through the use of online resources e.g. Bug Club. Reading is assessed in the following ways:
1. Ongoing formative assessments using APP grids when listening to children read individually and as a guided reading group.
2. Each half-term each year group has a reading comprehension – summative assessment. 3. Summative assessments in Years 2 and 6; and using the Optional SATs papers in Years 3,4 and 5. EYFS
and use the Development Matters curriculum, and Year 1 use teacher assessment as well as a simple comprehension.
Literacy drives the curriculum through a whole-class text which relates to the thematic topic; and a range of genres are taught in units through this text. Thus, children become immersed in text from an early age and are increasingly aware of a range of authors. Writing skills are taught daily, through Spelling, Punctuation and Grammar and using Ros Wilson’s VCOP. In addition, this is supplemented by Pie Corbett’s “Talk for Writing” which further engages pupils in the text. A Big Write is held once a week from Y2 – Y6; and in the second term for Year 1 pupils; where pupils are given the opportunity for extended writing linked to the text and genre that they are studying. This is assessed using the VCOP colours: Vocabulary – Yellow Connectives – Blue Openers – Green Punctuation – Pink Children are encouraged to self and peer assess; and targets are given for the following piece of work. Time is given in the following lesson to edit and redraft work and make children aware of their individual targets. Each classroom has a VCOP display using the same colours and is used as an aid for writing.
Handwriting – children are taught correct letter formation in EYFS and once they have mastered this, they then progress to cursive handwriting using Sheffield Structure. Once they have shown they have a neat, legible and cursive style, children are issued with a Pen License for future written work (not maths). Handwriting is taught regularly and reinforced during morning work. Spelling is taught and this is linked to the New National Curriculum. Each year group is given a list of phonemes or spelling patterns to learn as well as tricky words which do not fit any criteria. Spellings are differentiated for each child so that high attaining children are challenged, and low-attaining children receive the support they require to enable them to close the gap. Children’s Progress in literacy is assessed in the following ways:
1. Weekly Big Write sessions –this is a formative assessment so that children understand what they have done well and what they need to improve for the following week.
2. Half-termly assessments – a range of genres over the year are assessed through an unseen writing task. This is assessed using the APP grid.
3. Summative assessment – Writing tasks in the Summer Term form an overall assessment of the children’s writing ability, including the SPAG test in Year 6.
Maths This is taught on a daily basis in every class. In EYFS it is taught during whole-class carpet sessions and through continuous provision – both indoor and outdoor, including IT programs. In Key Stages 1 and 2 we are using the new Programmes of Study (except for Years 2 and 6 as these children will be tested on the old Programmes of Study) Each term there are teaching blocks which last between 1, 2 or 3 weeks. These cover Numbers and the Number System, Calculating, Shape and Space, Measures and Data Handling. It is expected that children at the end of Year 4 should know all their multiplication facts to 12 x 12; so that in Years 5 and 6 they have instant recall of these and use them to derive number facts. Daily multiplication table practice takes place either in or outside the main maths lesson. Mymaths is used throughout school as an IT-based tool for lessons or for homework. All children have their own log-in details and teachers are able to access how well their class have done and go over any common misconceptions. Children’s progress in Maths is assessed in the following ways: 1. Daily formative assessments to monitor pupil progress e.g. through marking and feedback. The APP (Assessing Pupil Progress sheet for each group / child is then updated accordingly) 2. Half-termly summative assessments (test conditions) linked to the units they have studied over the last half-term. This is then cross-referenced in the APP grids for each child/group of children. 3. Yearly summative assessments (using Key Stage 1 and 2 SATs tests and Optional SATs for Years 3,4 and 5) Foundation Stage are assessed from the Development Matters document; and Year 1 are assessed using a range of APP activities. RE – children receive up to 2.5 hours of Quality First RE teaching (2 hours in Key Stage 1) using the “Come and See” Programme. This is primarily a Catholic-based programme, but has been adapted to meet the needs of the Church of England ethos of our school. We therefore encourage children to gain a deeper aspect not only of Christianity, but also of other faiths and religious beliefs. We hold a multi-faith week in November as well as Christian Retreat Weeks through school. In addition to RE teaching, we hold daily acts of worship in school both for staff and pupils. PSHE – this is taught in all classes through a range of approaches, primarily using the Statements to Live By; but also supplementing it with other resources such as SEAL. Anti-Bullying, e-Safety, and Road Safety are all taught as part of the PSHE curriculum. The Year 6’s go to Crucial Crew to learn about Keeping Safe, including drugs and alcohol. SRE is taught from Years 4-6.
Modern Foreign Languages – This is taught from Reception to Year 6 using the specialist language teachers from the Secondary Phase during Primary Teacher’s PPA. Music – again this is taught by specialist Secondary teachers, and on occasion primary teachers when it links to the curriculum. PE- children receive at least 1 hour of quality PE from specialist teachers each week; and 1 hour every 2 weeks with their own class teachers (due to timetabling restrictions). We aim to encourage healthy life-styles through children participating in a range of sport, healthy tuck and packed lunches. Wave 2 and 3 Intervention For children who are not making expected progress, or have an IEP for SEN, they may receive wave 2 group intervention outside normal whole class teaching such as catch-up literacy or springboard mathematics. For some children, individual support may be required during parts of the school day (Wave 3 support) this could be written into their Individual Education Plan. “Hooks for learning” Children learn best from hands-on experiences. We therefore look to provide opportunities to take children to places on educational visits, or ask visitors to come into school to share their specialism. We try to use Local links wherever possible, and at least one further afield. Children in Upper Key Stage 2 have residential experiences. This gives learning a purpose and engages children in their own learning. We constantly look for links through thematic topics which give our pupils a sense of purpose and pride for their learning. This may be through an individual class / year group project or during one of our Primary Thematic weeks e.g. Multi-faith week, Sustainability Week, Anti-Bullying Week, Gypsy Roma Traveller Week, Science Week, Book Week. Enquiry- based learning - this forms part of our home/school links and encourages pupils to search for their own answers to questions and to form and enquiry. This could be as part of their project that they are learning about in class. Children are encouraged to take charge of their own learning through enquiry-based learning. Homework Daily homework is encouraged from all year groups, whether it is reading at home, practising spellings and multiplication tables or number bonds, or completing enquiry-based projects. We also provide “Jigsaw homework tasks” for children to choose which homework suits their own learning style best.
Foundation Stage Planning
Long Term Planning
The long term plans are set through the Development Matters Curriculum and show the continuous
provision and key learning opportunities.
Medium Term Plans
Medium Term plans are developed from the ‘Interest Sheets’, completed each half-term by the staff based
on their observations of the needs and interests of the children. We have overall key themes which relate
to the Seasons and Religious festivals.
Then 1 or 2 topics will be chosen initially and the others will be selected as the year progresses to either
refer to the interest sheets or to take into account new developments.
2 or 3 Learning objectives are chosen from each area of learning, to suit each topic, each Learning
Objective is visited at least once ensuring complete coverage over the year.
The F1 and F2 teachers will agree all Learning Objectives to be delivered before the term begins at a
planning meeting.
Short Term Planning
Short term planning, highlighting specific vehicles for learning, will be set in more detail, during PPA
sessions, however Foundation teachers will discuss learning objectives preceding these sessions to agree
joint objectives.
Team staffing meetings will be held to discuss plans and to enable all staff to feed into the planning
process. Following this meeting there will be a shared understanding of the upcoming focus.
Outdoor Provision short term plans:
Outdoor provision enhances the curriculum by providing opportunities that children cannot receive from the
indoor provision. Each activity relates to an Early Learning Goal, and adults interact with children through their
play to encourage speaking and listening, and to make observation of children’s learning.
Broad and Relevant + Unique and in Context
The curriculum is tailored to the children’s interests whilst covering all learning goals
Skills Based
The Foundation Stage Profile is broken down into small specific steps of achievement through a range of
skills.
Transfer of Skills + Purposeful and Cohesive - All activities set up in the Foundation
classroom will be targeted to deliver the weekly learning objective
Year 1 to Year 6 Planning
Long Term planning
Long term plans will be taken from the New National Curriculum for literacy and maths (except in Years 2
and 6) and from levelled Learning Skills for the Foundation Subjects. RE is taken from the Come and See
syllabus.
Medium Term planning.
Medium Term Plans
1) Topics will be chosen FIRSTLY deliver the necessary skills coverage and very importantly to hook the learners.
The topics may be a mixture of a terms theme, a half term theme or a short week or fortnight theme. A class
text will provide the hook for learning for each topic so that literacy skills permeate through the curriculum.
2) The topic will be broken down into short focussed activities, which will use the Literacy Programmes of Study
to ensure appropriate focus. These are then broken down into a Scheme of Work using the principles behind
Bloom’s Taxonomy to show a build-up of skills over the course of a unit, so that there is a clear purpose for
each piece of work, which is then evaluated. A scheme of work will therefore consist of the following 6
elements:
(i) Knowing / Tuning In
(ii) Understanding / finding out
(iii) Applying / sorting out and going further
(iv) Analysis / making conclusions
(v) Creating / Taking action
(vi) Evaluation / Reflecting
Opportunities for the explicit teaching of the 11 Life Skills are then mapped onto this Scheme of work.
3) Visits, visitors and other stimuli will be chosen to hook learners into the topic. A visit will be planned each
term, which will either be a local walk or a coach to a further afield location. A balance of subject specific
trips will be maintained through a year. Residentials in Y5 and Y6 will provide a great stimulus to teaching in
school as well as providing a valuable tool for ‘Outdoor Adventure’ activities.
4) A balance of subject weighted topics will be sought over the school year. The local area should be used,
however teachers should be mindful of engaging with other areas in the country and abroad to give children
a global dimension.
5) A learning wall will be created for each topic showing how the National Curriculum Key Skills will be delivered
and how the Life skills can be incorporated into each lesson.
A straight forward example would be a topic on ‘Toys and Games’ for a half term followed by a topic on Space for the
next. BUT it could be a half term focussed on Victorians, followed by a week’s topic on Science (Science Week), then a
three week topic on the local area, finishing with a two week Christmas topic
The topics should show a balance of subject focus throughout the year.
We will use the New National Curriculum programmes of study, together with the Learning Skills to teach each
lesson.
A topic journal will pass with each class to record the range of titles and areas covered as well as trips and visitors
experienced.
An Example of a topic wall.
An example of a Topic Wall follows.
It is surrounded by the ‘Key to success’. These can be found on the following page.
Life Skills
Team Worker
Effective Communication
Creative
Initiative / Resourceful
Positive Attitude
Organised
Moral Decision Maker / Doing the right thing
Independent
Reflective / Thinker
Problem Solver
Leadership
Example of Year 2 Planning for an enquiry unit of work using Bloom’s Taxonomy – Us and Them (Autumn Term 1a)
Focus: Making Puppets Year group: 2 Duration: 6 weeks
Knowing Understanding Applying Analysing Creating Evaluating
Cross-curricular
Learning
Skills:
Reading
Writing
Communication
Maths
Other
Lesson 1 – Tuning in
Explicit skills 1,2
I can investigate different
types of hand puppets.
Mind map children’s ideas,
experiences and
understanding of puppets.
Children to explore a
selection of hand puppets
and finger puppets made
from a variety of materials.
Investigate how the puppet
has been put together?
What type of fabric had
been used? What has been
added? Finishing?
Lesson 2 –
finding out
Explicit skills 2,
I can design my own
puppet and label the
different features.
In Talking Partners
children to discuss their
understanding of what a
puppet is, how it is made
and the children’s
individual designs.
Children to complete a
drawing of their own
puppet, labelling the
features and discussing
who it is deigned for and
decide the criteria.
Lesson 3
Sorting out and going
further
Explicit skills 1,2,6,8
I can design and make a
template and use it to
cut out my fabric.
With the children,
demonstrate how to
design and use a template
to cut out two identical
pieces of fabric.
Children to design, cut out
and then place their own
puppet template on fabric
marking out the identical
pieces, then cut them out,
ready to start.
Lesson 4
making conclusions
Explicit skills 2, 6,8
I can discuss the
advantages and
disadvantages of
different joining
techniques.
In talking partners
children discuss their
design and decide the
best joining technique
for them.
Children to
investigate and decide
the ways of joining
the two pieces of
their fabric
Lessons 5
taking action
Explicit skills 1,2,3,9
I can add features
to my puppet using
appropriate
materials and
techniques.
Children to recall the
techniques for joining
puppets and then
decide upon features
that they would like
to add.
Children to consider
which features they
would like to add and
how to join them on.
Lesson
Reflection
Explicit skills
3,4,5,6,8,9
I can evaluate my
puppet against my
original design
criteria.
In Talking Partners,
children to discuss
their puppet and its
design.
Children to talk bout
their finished puppet
in relation to how
well it works and how
well in fulfils the
design criteria.
Outcomes
All
Most
Some
All: I can enjoy and share
the different examples and
ranges of puppets.
Most: I can talk about the
different examples of
puppets, describing how
they have been made.
Some: I can discuss the
different ways to make and
join the different puppets.
All: I can draw and label
my own simple puppet
design for me to make.
Most: I can make clear
labelled drawings of my
puppet showing parts.
Some: I can make a
precise drawing of my
puppets including joinings
and detail with a key.
All: I know the importance
of a clear design template
in my puppet design.
Most: I can draw, mark
the fabric and cut out my
own puppet design.
Some: I can independently
draw my template, mark
the fabric and cut out my
own puppet design.
All: I can investigate
different joining
techniques.
Most: I can
investigate and use
different joining
techniques.
Some- I can decide
upon some preferred
joining techniques.
All: I can identify
features that I would
like to add to my
puppet.
Most: I decide upon a
technique to join my
features.
Some- I can say why
I have used specific
joining techniques.
All: I can talk about
my design and discuss
why I like it.
Most: I can discuss
my design and decide
if I could make any
changes to improve.
Some: I can evaluate
my puppet against
the design criteria.
Resources
Selection of puppets to
share with the children.
Tracing and pattern
paper.
A wide selection of
fabrics.
A wide selection of
joining medium
Finishing features
e.g. buttons, sequins,
braid etc etc.
Evaluation sheets.
Key skills: 1. Team work 2. Effective communication 3. Creative 4. Initiative 5. Positive attitude 6. Organised 7. Moral decision maker 8. Independent
9. Reflective 10. Problem solver 11. Leadership
Assessment for
learning
White Hats ~ What are the
facts? What have you
learnt?
Blue ~ What do you need
to do to make your
puppet?
Blue ~ What do you want
to find out about next?
White~ what have you
learnt?
Yellow/Black hat peer
assessment.
Blue hat how do you
feel about your
design?
Yellow- good points?
Black- Bad points?
Yellow/Black hat
peer assessment.
Year 1-Long Term Curriculum Plan Overview 2013-14
Year 1 Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b
Theme/Topic ALL ABOUT ME
TURN BACK TIME RIGHT UP YOUR STREET
PLANTS AND ANIMAL
LET THERE BE LIGHT WHERE IN THE WORLD?
*Enquiry Focus
First-hand Learning Opportunities e.g. visits / fieldwork / visiting speakers
Listening walks School Nurse
Pantomime Cannon Hall Manchester Sea-Life Centre
English Skills / Text type studied
Fiction: Stories with familiar settings.
Non-fiction: Labels, lists and signs.
Poetry: The Senses
Fiction: Stories with familiar settings..
Christmas Booklet
Advent Promises
Traditional and fairy stories
Predictable and patterned language.
Recounts
Information Text
Diary writing
Traditional and fairy stories.
Recounts
Information Text
Poems - animals
Information Text
Fantasy Stories-aliens
Recounts
Weather poems
Traditional & fairy stories.
Recounts
Texts / Authors to be used
See Medium Term Plans
See Medium Term Plans
See Medium Term Plans
See Medium Term Plans
See Medium Term Plans
See Medium Term Plans
Mathematics Skills / Focus
Number recognition
Addition -2 numbers No. bonds -10
Money- Coin recognition
Measure – height/ length non standard
Handling Data -Pictograms-eye/hair colour
Days/Months- birthdays
Measure- length (m)
Shape recognition
Addition/Subtraction
Number and place value
Days/Months/Time
Place value to 100- 10s and units.
Addition/Subtraction
2d/3d shapes -properties
Weight
Money - adding
Place value - partitioning
Position and direction
Symmetry
Time o’clock/ ½ past
Halves, doubles, quarter
Handling data – block graph – pets.
Place value - partitioning
Add/Subtract 10 & 11
Time ¼ to and past
Handling Data
2d/3d shape revisit
Rotation
Days/Months/Time
Capacity
Money problem solving
Multiplication/Division
Enterprise links – purpose for the work.
Bun sale for Charity My Money week/ Enterprise week
RE foci:
Families Belonging
Waiting
Special People
Meals Change
Holidays & Holydays
Being Sorry Neighbours
Science Content and skills:
Identify, name, draw and label human body and associate with senses.
Distinguish between an object and the material it is made from.
Identify and name everyday materials.
Describe simple physical properties of everyday materials.
Find out how shapes of solid objects from some materials can change by squashing, bending, twisting and stretching.
compare and group together a variety of everyday materials on the basis of their simple physical properties
Identify and name common animals.
Identify common carnivores, herbivores and omnivores.
Compare structure of common animals..
Identify and name common plants.
Describe basic structure of common plants.
• observe and name a variety of sources of light, including electric lights, flames and the Sun • associate shadows with a light source being blocked by something.
On-going throughout the year
Observe changes over 4 seasons.
Observe and describe weather associated with the seasons and varying lengths of days
History Focus and skills
Basic family tree
Simple vocabulary relating to passing of time eg before, after, past present, then and now.
Mini topics:
Significant individual – Guy Fawkes.
Concept of nation and of nation’s history – Remembrance day
Great Fire of London
Samuel Pepys
Life of significant individual – Neil Armstrong
Geography Focus and skills
*** on-going throughout the year. identify seasonal and daily weather patterns in the United Kingdom
Use basic geographical vocabulary – key human features – city, town, village factory, farm, house, office and shop.
Use aerial photographs and plan perspectives to recognise landmarks and basic physical features.
Name and locate the world’s continents and oceans.
Name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas.
Use basic geographical vocabulary – beach, coast, ocean, river etc.
Art skills
Use a range of materials and techniques – self portraits. Pastels, paints, collage
Paint in the style of Pablo Picasso
Shades of colour Adding black/white to lighten/darken colours, collage (magazines)
Reproduce aerial photos using a variety of materials and techniques.
Paint in the style of Ashley Jackson/L.S.Lowry
Observational drawings. - A variety of
plants through a variety of materials and techniques
space pictures using a variety of materials and techniques. Paintings – from a fantasy setting.
Seaside pictures using a variety of materials and techniques. Sand pictures Collage printing
Year 2 Autumn Term 1a Autumn Term 1b Spring Term 2a Spring Term 2b Summer Term 3a Summer Term 3b Science Content
and Skills: Health and Growth
To find out and describe the basic needs of humans.
To describe the importance for humans of exercise, healthy eating and hygiene.
To notice that humans and animals have offspring that grow into adults
Using Materials To identify and
compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick/rock and paper and cardboard.
Sound To observe and a
variety of sources of sound noticing that we hear with our ears.
To recognise that sounds get fainter as the distance from the sound source increases.
Plants To observe and describe
how seeds and bulbs grow to mature plants.
To find out and describe how plants need water, light and a suitable temperature to grow.
Friction To compare how things
move on different surfaces.
Habitats To identify that most
living things live in habitats to which they are suited.
To identify and name a variety of plants and animals in their habitat.
To describe how animals obtain their food from plants.
History Focus
and Skills
Family Trees To explore changes within
living memory. Where appropriate, these should be used to reveal aspects of change in families.
Coal Mining in Yorkshire To know about
significant historical events, people and places in their own locality.
Grace Darling To know about events
beyond living memory that are significant nationally or globally.
To know about the lives of significant individuals in the past.
Ice Age To know about events
beyond living memory that are significant nationally or globally.
Seaside Holidays To explore changes
within living memory. Where appropriate, these should be used to reveal aspects of change in families.
To know about events beyond living memory that are significant nationally or globally.
Geography Focus
and Skills
Our World To name, locate and
identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.
Our Local Area To use aerial
photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.
Weather in the World To identify seasonal
and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
To name and locate the world’s seven continents and five oceans.
Australia! To understand
geographical similarities and differences through studying the human and physical geography of a small area in a contrasting non-European country.
Seaside Holidays To understand
geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.
Year 2 Autumn Term 1a Autumn Term 1b Spring Term 2a Spring Term 2b Summer Term 3a Summer Term 3b Art Skills Portraits
To use drawing and
Materials Collage
Fossil Sculptures
To use drawing and
Seaside Collage To design and use a
painting to develop their ideas.
To compare the differences and similarities between different artist’s portrait work making links to their own work.
To design and use a range of materials creatively to make a materials collage.
sculpture to develop and share their ideas, experiences and imagination.
to develop a wide range of art and design techniques in using pattern, texture, line, shape, form and space.
range of materials creatively to make a materials collage.
To explore the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
DT Skills Making Puppets To select from and use a
range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing.
To select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
To evaluate their ideas and products against design criteria
Lighthouses To design purposeful,
functional, appealing products for themselves and other users based on design criteria.
To select from and use a range of tools and equipment to perform practical tasks
evaluate their ideas and products against design criteria
Moving Animals To explore and use
mechanisms, such as levers, sliders, wheels and axles, in their products.
To evaluate their ideas and products against design criteria
PSHE Skills and
resources
(including
Statements to
Live By)
Healthy Bodies To name the main parts of
the body.
To recognise their bodies capabilities.
To make simple choices that improve their health and well being
To maintain personal hygiene.
Our World To know that they
belong to various groups and communities.
To understand what improves and harms their local, natural and built environment.
Keeping Us Safe To understand that all
household products including medicines can be harmful if nit used properly.
To know how some diseases are spread and are controlled.
Looking at Me To know about the
process of growing from young to old and how people’s needs change.
To recognise how their behaviour affects others.
Rules to Follow To understand rules for,
and ways of, keeping safe, including basic road safety, and people who can help them stay safe.
To respect similarities and differences.
My Money To realise that money
comes from different sources and can be used for different purposes.
To contribute to the life of the class and school.
Other Links to
Curriculum e.g.
Music and P.E.
Sustainability Saving Water
1Cup Challenge
Anti ~ Bullying Week Sustainability
Saving Electricity
Fire Safety Science Week GRT Week
Nocturnal Animals Raptor Rescue
Water Safety Healthy Schools Week
Year 3 Term 1a 8 wks Term 1b 7 wks Term 2a 7 wks Term 2b 6 wks Term 3a 4 wks Term 3b 7 wks Term dates/weeks 02/09/13 – 25/10/13 (8) 04/11/13 – 20/12/13 (7) 06/01/14 – 21/02/14 (7) 03/03/14 – 11/04/14 (6) 28/04/14 – 23/05/14 (4) 02/06/14 – 18/07/14 (7)
Theme/Topic Whats in a cave? How can we care for ourselves and animals? What did the Romans do for us?
How vicious were the Vikings? *Enquiry Focus
First-hand Learning Opportunities e.g. visits / fieldwork / visiting speakers
Castleton Caves
Whitepost Farm The Yorkshire Museum Romans/Vikings workshop
English Skills / Text type studied
Instructions x 2 weeks
Mystery stories 4 wks
Poems to perform 2 wks
Reports 4 weeks Shape poems 2 weeks Adventure stories 2 weeks
Information texts weeks Plays 4 weeks
Information texts 2 wks Authors & Letters 3 weeks
Stories with familiar settings x 3 Letters (revision)
Instructions x2 Myths and Legends Poems-Language Play
Texts / Authors to be used
How to train a dragon Dragonary-Pie Corbett
The Christmas Story-Brian Wildsmith
Charlottes Web- E.B White
Zoo- Anthony Browne The Easter Story-The Bible
Roman Beanfeast Gillian Cross
Vicious Vikings Horrible Histories
Mathematics Skills / Focus
+ - Numberlines Place value Money Time tables 2,5,10 2D shape
X / One step word problems Data handling Times tables 3,6 Length Symmetry
+x Fractions ½ ¼ Venn diagrams Money Times tables 4 and 8 3d shapes
/ - Fractions 1/3, 1/5, 1/10 2/4 Decimals 2 step word problems Weight Time
+ X / - Balance problems = Revision Sorting diagrams (carroll)
+ X / - Word problems Time durations coordinates Directions Capacity Measures conversions
Enterprise links – purpose for the work.
Jewellery Cookery Bags
RE foci: Domestic Church Baptism & Confirmation
Advent Eucharist Lent Pentecost Reconciliation Universal Church
Science Content and skills:
Materials Comparing the properties of a variety of materials. To use scientific vocabulary.
Rocks Incl Fossils
compare and group together different kinds of rocks on the basis of their simple physical properties
terms how fossils are formed when things that have lived are trapped within sedimentary rock. Recognise that soils are made from rocks and other organic matter.
Animals & Humans identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
humans and some animals have skeletons and muscles for support, protection and movement.
Plants identify and describe the functions of different parts of flowering plants: roots, stem, leaves and flowers
requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
way in which water is transported within plants
flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
Forces and Magnets notice that some forces need contact between two objects and some forces act at a distance
attract or repel each other and attract some materials and not others
together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials. predict whether two magnets will attract or repel each other, depending on which poles are facing.
Lights Notice that light is reflected from surfaces. find patterns that determine the size of shadows.
History Focus and skills
Stone, Bronze, Iron age Use terms connected with the passing of time (before, after, modern, long ago, now, then) • Order events and objects • Make distinctions between aspects of their own lives and past times Recognise some of the similarities and differences between these periods
Celtic Culture Show knowledge of some aspects of the past and of some of the main events and people studied • Begin to recognise that there are reasons why people in the past acted as they did
Roman Invasion and the Power of its Army The legend of Boudicca! Use evidence to find out about the past.
Romanisation Similarities and difference between the Romans and Celts. To describe some of the main events. I can suggest the consequences of the Roman rule.
Romans in Britain Roman Rulers including: Claudius, Hadrian’s Wall and there exit Select, organise and communicate historical information in a variety of ways, including ICT. Ask and answer questions about the past
Saxon and Viking Settlement Spread of Christianity, Athelstan Alfred, Cnut & Edward Begin to recognise that there are different ways of representing the past Ask and answer questions about the past • Suggest methods of
• Demonstrate knowledge of some of the main events, people and changes from the period studied • Begin to give a few reasons for, and results of, the main events and changes
• Suggest methods of finding answers by using historical sources
finding answers by using historical sources To suggest the causes for the decline of the Roman Empire.
Geography Focus and skills
Hills, Mountains, Cities To describe the physical and human features of local areas.
Land use patterns To be aware that different places may have both similar and different characteristics that influence the lives and activities of people living there.
Name and locate counties and cities To use information given and from the internet to find out about places.
Topography, map reading To use geographical vocabulary to communicate findings.
Coasts I use information(including the internet) and my own observations to help me to ask and answer questions about places and environments.
Rivers
I give reasons for my observations and view about places and environments.
Art skills
Sketching dragon To show control when using pencil skills. Investigating and use the methods to improve my skils.
Printing (fossils) Exploring ideas in different ways. I can suggest ways to improve my own work when making images.
Painting Investigating and use the materials and methods to develop my skills.
Clay - sculpture To adapt and improve my own work.
Collage To explore ideas in different ways.
Multi media design/ Image manipulation To describe and comment on ideas and purposes of different works.
DT skills
Dragon puppets Research Puppet making Use a wide range of materials and components according to their functional properties.
Celtic (sewing)
using running stitch, over sewing, back stitch
Use appropriate decoration techniques e.g. appliqué(glued or simple stitches)
Sandwich making Develop sensory vocabulary/knowledge using, smell, taste, texture and feel • Analyse the taste, texture, smell and appearance of a range of foods • Follow instructions • Make healthy eating choices from and understanding of a balanced diet • Join and combine a range of ingredients e.g. snack foods
Animal carry case Cut slots • Cut internal shapes Create nets
Onager • Use lolly sticks/card to make levers and linkages • Use linkages to make movement larger or more varied
Sewing (bags) Understand seam allowance • Join fabrics using running stitch, over sewing, back stitch • Explore fastenings and recreate some e.g. sew on buttons and make loops • Prototype a product using J cloths • • Create a simple pattern • Understand the need for patterns
• Work safely and hygienically • Measure and weigh ingredients appropriately
PSHE skills and resources
New beginnings Getting on and Falling Out
Going for goals Good to be me GRT Week Relationships
Changes
Other links to the curriculum e.g. Sustainability Music PE
Easter play Forces- striking and fielding games
Sustainability week Money week Orienteering
Role play
Dragons lair Nativity Farm Zoo Roman Museum (based on bean feast)
Viking longboat
Year 4 - Long-Term Curriculum Plan Overview 2013-14
Year 4 Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b Term dates/weeks 02/09/13 – 25/10/13 (8) 04/11/13 – 20/12/13 (7) 06/01/14 – 21/02/14 (7) 03/03/14 – 11/04/14 (6) 28/04/14 – 23/05/14 (4) 02/06/14 – 18/07/14 (7)
Theme/Topic World War II The Environment Chocolate Weather Travel *Enquiry Focus Your country needs you! Save our Planet! Chocolate Heaven Fun in the sun Come fly with me First-hand Learning Opportunities e.g. visits / fieldwork / visiting speakers
Kelham Island Recycling Plant York (The chocolate story) Local Visit to Barnsley Tourist Attraction (Worsbrough Mill and Wigfield Farm)
English Skills / Text type studied
Stories with Historical Settings Recount
Plays Creating Images (Poetry)
Stories that raise issues/dilemmas Information text
Stories set in imaginary worlds Explanation text World Book Day
Stories from other cultures Exploring form (poetry)
Persuasive text Recount (Newspaper/magazines)
Texts / Authors to be used
Goodnight Mr Tom (Michelle Magorian)
Billy The Kid (Michael Morpurgo) The Evacuees (play)
Benjy’s Ghost (Jacqueline Roy) Stig of the Dump (Clive King)
Charlie and the Chocolate Factory (Roald Dahl)
Handa’s Surprise (Eileen Browne) A Country Far Away (Philippe Dupasquier)
Around the World in 80 Days (Jules Verne)
Mathematics Skills / Focus
Numbers and the Number system Calculations Shape 1 (2D Shape and Reflection)
Fractions, Decimals and Percentages
Measures 1 (length, mass, capacity and money)
Data handling
Problem Solving
Shape 2 (3D shape, position and movement)
Measures 2 (Time, Area and Perimeter)
Numbers and the Number system Calculations Shape 1 (2D Shape and Reflection)
Fractions, Decimals and Percentages
Measures 1 (length, mass, capacity and money)
Data handling
Problem Solving
Shape 2 (3D shape, position and movement)
Measures 2 (Time, Area and Perimeter)
Enterprise links – purpose for the work.
Harvest festival Christmas Plant things for the Summer Fair
Easter/Mother’s Day Summer Fair (preparation)
Money Week Magazine/Newspaper
RE foci: People/Called Called/Gift Community/Giving & Receiving Giving &Receiving/Self-Discipline
New Life/Building Bridges Building Bridges/God’s People
Science Content and skills:
SOUND Observe and name a variety of sources of sound, noticing that we hear with our ears Identify how sounds are made, associating some of them with something vibrating Recognise that sounds get fainter as the distance from the sound source increases Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it.
ELECTRICITY Identify common appliances that run on electricity Construct a simple series electrical circuit (identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers) Identify whether or not a lamp will light in a simple series circuit based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors.
LIVING THINGS Identify and name a variety of living things (plants and animals) in the local and wider environment, using classification keys to assign them to groups Give reasons for classifying plants and animals based on specific characteristics Recognise that environments are constantly changing and that this can sometimes pose dangers to specific habitats.
STATES OF MATTER Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure the temperature at which this happens in degrees Celsius (°C), building on their teaching in mathematics Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
WEATHER To understand and label the Water cycle Using measuring appliances such as a thermometer, water gauge and wind anemometer
ANIMALS INCLUDING HUMANS Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions. Construct and interpret a variety of food chains, identifying producers, predators and prey.
History Focus and skills
WORLD WAR II To realise that the past is represented in various ways To remember, select and organise information Make use of dates and historical vocabulary To convey knowledge of historical understanding in various ways To use dates and vocabulary used to convey passage of time
WORLD WAR II To create links between main events, situations and changes How to discover about events, people and changes studied using a range of information sources
AZTECS Place people into their correct time period To learn about features, characteristics of the period/society studied To learn about the social, cultural, ethnic and religious diversity of the society studied To identify and provide reasons for the events studied and their results Use a range of sources to ask and find answers to a range of questions
Geography Focus and skills
THE ENVIRONMENT To draw plans and maps Employ ICT to assist geographical investigations Identify and describe what places are like Identify why/how change happens in places and may continue Recognise the way people can improve or damage the environment and how decisions concerning places/environments affect people’s future quality of life To understand how/why people try to manage environment in sustainable way
MEXICO LINKS To name and locate the
world’s countries and cities using maps
WEATHER
use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
TRAVEL human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies
use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Art skills
Explore Ideas in different ways
Collect information and practical resources in order to make choices about work
Investigate and use qualities of materials and methods to develop their own practical skills
Adapt and improve their own work
Communicate ideas and meanings
Describe the work of others, commenting on the ideas and purpose
DT skills
Use World War II recipes and limited food supplies in Cooking/baking activities (weighing, mixing, cooking)
Design and build an Air raid shelter (include a Light/torch) (cutting, marking, joining, building, evaluating)
Design and make a Healthy Eating menu (evaluating, making choices, tasting – link to data handling)
Disassemble, evaluate, design and make a chocolate box (link to 3D shapes)
Evaluate, Design and Make a pop-up weather book (mechanisms) Make a ‘Weather Wheel’ Create a water gauge
Design and make a Money/passport container/bag Design and make a travel/beach bag (sewing)
PSHE skills and resources
Statements To Live By SEAL – New Beginnings
STLB Remembrance Day SEAL – Getting on and falling out (including Anti-bullying Week)
STLB SEAL – Going for Goals Sustainability Week
STLB SEAL – Good to be me
STLB GRT Week SEAL - Relationships
STLB Healthy Schools Week SEAL - Changes
Other links to the curriculum e.g. Sustainability Music PE
World War II Songs World War II Games in PE Make Do And Mend
World War II Songs World War II Games in PE Make Do And Mend
Sustainability Week Easter Play World Book Day
PE - Fitness
Year 5 -Long-Term Curriculum Plan Overview 2013-14
Year 5 Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b
Theme/Topic Hard Times What was Barnsley like in the past?
If you were a time traveller….. What would life be life be like as a grain of sand?
*Enquiry Focus Children in Victorian times
Evidence of Victorian era in the local area
Ancient Egypt – rituals and beliefs, significance of the River Nile, Egyptian Gods, mummification, jobs
and life of a Pharoah.
What is a coast? Land use/land features in Barnsley and
Filey.
First-hand Learning Opportunities e.g. visits / fieldwork / visiting speakers
Beamish
School nurse/science
NCMM
St Paul’s church
Manchester Science
museum
Egyptian Day
River Survey
Filey
Beekeeper
English Skills / Text type studied
Narrative – novels and
stories by significant
children’s authors
Classic/narrative poems
Recounts
Older literature
Instructions
Poetic style
Stories from other
cultures
Traditional stories,
fables, myths, legends
Film narrative
Persuasive writing
Dramatic conventions
Choral and
performance
Texts / Authors to be used
Berlie Doherty – The
Street child
Laurie Sheehan – The
Chimney child
Railway Children
Play about the Husker
Pit disaster
Oliver – Charles Dickens
Time travelling cat
Stories from Ancient
Egypt.
Egyptian Cinderella
Why the whales came –
Michael Morpurgo
Kensuke’s Kingdom –
Michael Morpurgo
Mathematics Skills / Focus
Place value (Block A unit
1)
Shapes (Block B unit 1)
Data handling (Block C
Unit 1)
Measure (Block D Unit
1)
Problem solving
Fractions (Block E unit 1)
Place value (Block A unit
2)
Shapes (Block B unit 2)
Data handling (Block C
Unit 2)
Measure (Block D Unit
2)
Problem solving
Fractions (Block E unit 2)
Place value (Block A unit
3)
Shapes (Block B unit 3)
Data handling (Block C
Unit 3)
Measure (Block D Unit
3)
Problem solving
Fractions (Block E unit
3)
Enterprise links – purpose for the work.
Charity focus Harvest/ Fair Trade
Charity focus Christmas Fayre
Charity focus Arch Bishop Youth Trust
Charity focus Spring/ Easter raffle
Concert – charity focus Money week
RE foci: Ourselves
Life choices
Life choices continued
Hope
Mission
Memorial sacrifice
Sacrifice Transformation
Freedom and
responsibility
Stewardship
Science Content and skills: Working across phases/ KS2/3
Forces
Using and applying
through investigation.
Attraction & repulsion in
magnets Gravity,
friction- air resistance/
surface friction
Push/ pull, upthrust in
air / water.
Galileo/ Newton
Forces
Measure- Newtons, use
of forcemeters,
Forces and direction
Mechanical devices such
as gears, pulleys, levers
and springs.
Earth, sun and moon
The Earth and Beyond
The sun , Earth and
Moon- spherical
Sun`s position, day,
season- shadow
Day & night linked to
Earth`s spin on its axis.
Star, planet, satellite
Life cycles
The differences in the
lifecycles of a mammal,
an amphibian, an insect
and a bird.
Describe the life process
of reproduction in some
plants and animals.
Describe the changes as
humans develop from
birth to old age.
Materials
Using and applying through investigation.
Properties of everyday materials.
Compare materials- reversible and irreversible changes
Thermal insulators- hot/ cold
Electrical conductors- simple circuits
Solids/ liquids/ gases
Separation, solution, filtering.
History Focus and skills
Victorian Britain (children)
I can use evidence to find
answers to question about the
past.
I identify some of the different
ways in which the past has
been represented.
I know some of the similarities
and differences of the era.
Victorian Britain (our locality)
I can use historical vocabulary
and dates.
I can describe some of the main
events, peoples and periods.
I can suggest causes and
consequences of the main
events and changes in history.
Ancient Egypt
I can use evidence to find
answers to question about the
past.
I identify some of the different
ways in which the past has
been represented.
I know some of the similarities
and differences of the era.
Ancient Egypt
I can use historical vocabulary
and dates.
I can describe some of the main
events, peoples and periods.
I can suggest causes and
consequences of the main
events and changes in history.
Compare and contrast
the history of Filey and
Barnsley
I can use evidence to find
answers to question about the
past.
Compare and contrast
the history of Filey and
Barnsley
I can suggest causes and
consequences of the main
events and changes in history.
Year 6 Long-Term Curriculum Plan Overview 2013-14
Year 6 Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b
Theme/Topic Dr Beatz Legendary Toy Makers
Time Team Investigators
SATS SATS Way to Go
*Enquiry Focus Dr Beatz Apprentice Toy Makers Book and merchandise.
Investigators SATS SATS Geographical Enquiry
First-hand Learning Opportunities e.g. visits / fieldwork / visiting speakers
Thackray Medical Museum Think Tank Greek Restaurant – cookery lessons Crucial Crew
Pantomime
DR Cullen Manchester Museum
Robin Wood
English Skills / Text type studied
Explanation texts
Reports
Persuasive Writing
Magazine Articles
Write for a medical journal.
Diary Entry – Blood cell
Narrative – setting, character atmosphere & dialogue
Instructions
Poems
Plays
Historical documents/sources
Newspapers
Recounts
Eye Witness accounts
Revision
Revision An extended piece of writing – writing a text of their choice.
Texts / Authors to be used
Non-Fiction Texts. Myths & Legends (Selkie) & Traditional Stories
Non-Fiction Texts
Mathematics Skills / Focus
Number & place value
Approximation
Rounding
Estimation
Addition
Subtraction
Multiplication
Division
Word Problems
Fractions
Decimals
Percentages
Ratio & proportion
Geometry
Position
Motion
Data Handling
2D & 3D shapes
Measure
Algebra
REVISION REVISION On-going mathematical investigations to put existing skills into practice.
Enterprise links – purpose for the work.
Expert – Trainee Doctor/Rehab Centre
Expert – Toy Makers Expert – Investigator Enterprise project – The Apprentice.
RE foci: Come & See Come & See Come & See Come & See Come & See Come & See
Science Content and skills:
Animals Including Humans
identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood
Electricity Associate the brightness of a lamp or the volume of a buzzer with the number & voltage of cells used in the circuit.
Evolution & Inheritance
Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
Light Understand that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are
All Living Things
Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and
Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. Describe the ways in which nutrients and water are transported within animals, including humans.
Compare & give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. Use recognised symbols when representing a simple circuit in a diagram.
Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
seen because they give out or reflect light into the eye. Explain that we see things because light travels in straight lines from light sources to our eyes or from light sources to objects and then to our eyes. Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them, and to predict the size of shadows when the position of the light source changes.
differences, including micro-organisms, plants and animals. Give reasons for classifying plants and animals based on specific characteristics.
History Focus and skills
Aspects of The Great Plague
Investigate:
I can use information as evidence to test hypotheses.
Analyse:
I can identify change and continuity within this period.
I can identify where this period fits within the chronological framework.
Communicate:
I can produce structured work, making appropriate use of dates and terms.
I can describe some of the main events and people of this period.
I can describe the characteristic features of this period and it’s society .
Consider and respond:
I can identify some causes and consequences of the main events and changes.
I can identify and describe different ways in which the past has
What did Ancient Greeks Belive? (myths & Legends & God’s & Goddess’s) Explore:
The history of evolution
been interpreted. Focusing on Greek Food & Medicine to link with Science topic.
Geography Focus and skills
Locate the places that build up Ancient Greece To research food from around the world.
The Galapagos Island
Maps Geographical investigation using ICT, fieldwork, techniques and instruments
Art skills
Banksy Graffiti Art
I can investigate and develop a range of practical skills.
Create:
I can use the qualities of materials and processes to suit my aims when I design and make.
Improvise:
I think about how I might adapt and refine my ideas, skills and methods.
Present:
I can develop my ideas, using lots of methods to explore and experiment.
Evaluate:
I can compare and comment on differing ideas, methods and approaches used by artists, crafts people and designers.
I can think about artwork by relating it to the contexts in which the work was made.
I can discuss my own work and that of others.
Christmas Cards
Calendars
observational drawings
Mother’s Day
Easter
Picasso
DT skills
Food technology – (Global Cuisine)
Toy Maker – Mythical Creatures
Periscope
Torches
Enterprise Project
Food
Developing, Planning and Communicating Ideas.
I can prepare food products taking into account the properties of ingredients and sensory characteristics
I can select and prepare foods for a particular purpose.
I can taste a range of ingredients, food items to develop a sensory food vocabulary for use when designing.
I can weigh and measure using scales.
I can cut and shape ingredients using appropriate tools and equipment e.g. grating.
I can join and combine food ingredients appropriately e.g. beating, rubbing in.
I can decorate appropriately
I can work safely and hygienically.
I can show awareness of a healthy diet from an understanding of a balanced diet.
I collect the information I need to use from a number of different sources. I select and use this information to help me come up with design ideas:
I produce step-
by-step plans
that take into
account the
needs of the
user or
consumer of
my products.
I am able to get details of a range of my ideas across to other people clearly:
I work effectively with a range of materials, ingredients and components:
I work effectively with a range of tools, equipment and processes:
I evaluate my designing and making: I evaluate my finished products:
technology
PSHE skills and resources
Peer Pressure
Relaxation & Stress management
Make judgements and
What makes a good learner?
Make choices about how to develop healthy
Friendships & Bullying
Respond to, or challenge negative behaviours such as stereotyping and aggression,
Team Work
Co-operation
Respect Demonstrate respect and tolerance towards others,
Transition
Be-frienders
decisions and list some ways of resisting negative peer pressure around issues affecting their health and well being Identify some factors that affect emotional health and well being
lifestyles Puberty Talks with School Nurse Discuss some of the bodily and emotional changes at puberty, and demonstrate some ways of dealing with these in a positive way
and realise the consequences of anti-social and aggressive behaviours such as bullying and racism on individuals and communities Describe the nature and consequences of bullying, and express ways of responding to it Identify different types of relationships and show ways to maintain good relationships
and resolve differences by looking at alternatives, making decisions and explaining choices Express their views confidently, and listen to and show respect for the views of others Demonstrate that they recognise their own worth and that of others, and identify positive ways to face new challenges
Other links to the curriculum e.g. Sustainability Music PE
Eco Warriors Research, discuss and debate topical issues, problems and events Understand that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
Eco Warriors Research, discuss and debate topical issues, problems and events Understand that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
Eco Warriors Research, discuss and debate topical issues, problems and events Understand that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
Eco Warriors Research, discuss and debate topical issues, problems and events Understand that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
Eco Warriors Research, discuss and debate topical issues, problems and events Understand that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
Eco Warriors Research, discuss and debate topical issues, problems and events Understand that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment